Ed psych response - what do you think?

[debs40]

OK, Ed Psych story continues.

She emails me today after I ask about whether she will be assessing DS or observing.

Her answer:

I will go around from table to table asking questions about children's understanding of the teachers expectations. This will help me to gauge the level of understanding of the majority of the children in the class. This will obviously include DS's understanding of the task set. I will also be looking at his reaction to instructions given by the class teacher and how he reacts to other children on his table. I may also ask some children if they can show me additional work that they are proud of, including DS. The aim is for my observation to be minimally intrusive so the child does not know I have been looking specifically at him. Hopefully this observation will give me information that I can work with in order to inform you and the school as to the best way to help DS.

Does this sound like a load of baloney? What is the best way to respond?

Debs, that sounds perfectly reasonable to me.

However, i have found the more room you give them to wriggle, the more they wriggle!

My concerns are with ds's working memory, will you be assessing him on a 1:1 basis?

Something that requires a yes or no answer, put her on the spot.

Claw, I have sepcifically asked her that in the previous email and she has said no and given me the blurb about observations.

I think I'd go for, 'as DS has problems with working memory I would like to know which of the assessments/tests you conduct on Xth June will address this specifically'. The EP will then reply to explain that nothing proper will be done or surprise you!

Thanks but she has already said she is not doing any tests. Her reply is set out my OP.

That is all she is planning to do.

Star, its like im speaking a different language honestly!

Sorry, to make it clear, her response comes in response to my email specifically detailing my concerns which included working memory (as supported by BIBIC's report). I have asked directly if she will be testing for this and her response is no.

Debs

TBH - I wouldn't contact the EP at all. I'd just let her faff about for another couple of weeks by which time it'll be the holidays and the private Ed Pysch is immediately after - unless you can get an earlier slot.

I think LA EP is a waste of space with hidden agendas.

The worst she can do is go in - observe - say "no problem". In which case you then ask for specific tests and hopee she can't do them until after private EP has tested.

Private EP report will be masterpiece compared to bog standard LA EP dross.

Debs, EP who i saw a couple of weeks ago, wasnt planning on doing any assessments unless an SA was agreed. She viewed it as difficulties had already been identified in various reports and she wasnt going to bother going over the same thing again unless she had to for a SA.

Hi Wet - was wondering what you thought of the Guardian article.....

What Guardian article was that??

That thread you started Debs!

Claw, that's interesting and kind of makes sense. SENCO knows I am planning SA and independent Ed Psych will have told EP.

Oh, God, I'm going mad, thread starting all over the blinking place and not remembering

Debs are school still going to back you in SA request?

Why have school requested that EP observe ds?

In my case EP is for school to prove their point, not identify needs.

Well Claw, that is what I'm wondering. School are getting the EP in because I have been badgering them about it for the last academic year, especially since BIBIC. They're view was that this would be a duplication of the Autism Outreach observations. My view was that she could undertake assessments that no one else could e.g. working memory.

I checked with school before she came in and they told me they believed she was doing assessments primarily.

Now she tells me she's doing this observation which she will probably say is her routine way of doing things - observe and talk to everyone and then decide what, in anything further, needs to be done.

The Head was very disappointed that DS was off for her visit and I don't think that is because she was worried about her health.

I am wondering whether it looks inappropriate to say we don't see the point of yet another observation when previous strategies have not yet been implemented and that EP's visit may as well wait until we obtain a SA.

Obviously very nicely and politely.

What do you think?

I don't think it would be beneficial to get difficult, I'm not sure what you think you stand to lose by going along with it especially if it is low key. You need to be seen to jump through all the LA hoops if you prusue this.

Also, DS will have his dx report by 24th June, if she is not going to do assessments that feed into that, I don't see the point in her visit before she has the benefit of a report from the panel - do you?

Thanks. I suppose I have just become a bit super suspicious that no one is ever going to help!!

Morning Debs, i suppose the thing to bear in mind, is that you know your ds has difficulties with his working memory and you have evidence of this because bibic assessed him, regardless of EP's observation of ds at a particular time, on a particular day.

On the plus side, EP will be interacting with your ds too, its not just going to be a case of literally observing. You will also have your own EP assessment.

Personally i dont see the point of observations, unless a needs assessment has already been carried out, but its all just part of the 'game' and the so called non existent 'process' that school/professionals like to pretend you have to go through.

You know that school/professionals will fail back on 'its about needs, not dx's'

Go along with the observation and argue your case after the ob, if need be.

I would also be focussing my attention on the school and their agreement to back you in your request for SA ie say to them you are planning to request very soon and would like their input into your request ie how and why do they feel they cannot meet his needs etc.

Nothing wrong with being suspicious, in fact i wouldnt even call it suspicious Debs, i would call it having your eyes well and truly open!

I'm not suspicious, I'm 'clued up' and actually, when you let on that you do in fact know how it all works, the 'sensible' people actually give you a bit more.

Thanks, I've spoken to the Ed Psych we are going to instruct and she says let her get on with it and do her thing. It is more useful for her as EP coming in afterwards to have the LA EP commit herself to something in writing. She says there is often something that is useful even if it's just a sentence.

I will do a note to take to the EP about DS' problem areas and will also explain in my nicest, most sympathetic voice that I appreciate it is hard for school when they know so little about ASD.

But I got really annoyed again last night (!). I look at the Autism Outreach report and it is quite good and suggest some strategies (generic rather than specific obv)but even these haven't been implemented e.g. training courses about transition, use of home/school book, use of a card (SALT recommended that last Oct). Even when there have been incidents, people haven't written about them.

I spoke to parent partnership about this (the woman there is quite helpful on practical stuff) and she suggested telling the Ed Psych about the above and to keep on pointing these things out in the home/school book because it is important evidence.

Totally agree with PP on this, the minute you start to think about SA, it isnt about meeting your ds's needs, its about gathering evidence. Whether the school are agreeing to assess or not, you have to prove that they school cannot meet his needs. All of your dealings with whoever from now on, should be based on the school are not meeting his needs (Sorry if im repeating myself, i think i may have said that to you before!)

Thats why i would focus on school, why are they not following recommendations - because of lack of resources is what you want them to say. Ask them to prepare something for you, stating why they feel a SA is necessary for your forthcoming request. (imagine if you apply thinking you have their backing, only for them to change their mind, after you apply and not back you!)

Every time an incident isnt recorded in home book, write it in yourself ie just to confirm that Miss X reported verbally to me, for the record.

Hi Claw, I have been doing that - thank you for helping me get DS in this morning when he was hiding under a table etc

I also have a meeting with SENCO once the dx report is in to go through the report and see if needs can be met from school's budget.

I gathered i was pointing out the obvious to you Debs, you have it well under control and know the drill!

Let us know how the EP observation goes, good luck.

No, keep them coming, honestly, I am grateful because I don't want to miss anything and it is good to think - yup done that!!!

I'm hoping a few independent reports from people who know what they're doing will help me focus on what I need to pursue too. We have a SALT set up for end of June now and EP for Sept.

It will be good to get an independent insight